Program

Special Education M.A.

Number of Pages

53

Year Approved

2026

First Advisor

Meghan Cavalier

Second Reader

Robyn Lampert

Abstract

Executive Function (EF) plays a significant role in academic achievement, behavior regulation, emotional development, and long-term life outcomes for students with disabilities (Pfeifer et al., 2021). This literature review examined the development of EF skills, factors that influence EF growth, evidence-based practices used to best support students with disabilities, and how EF effects the lives of students with disabilities with ADHD (Attention Deficit/Hyperactivity Disorder), ASD (Autism Spectrum Disorder), and SLD (Specific Learning Disability) in particular. Research showed that EF skills develop progressively from early childhood through adolescence and are shaped by many factors such as neurological, environmental, and social influences (Best & Miller, 2010; Lee et al., 2013). Studies also demonstrate relationships between EF skills and academic achievements in math, reading, self-advocacy, postsecondary success, and academic self-concept (Jacob & Parkinson, 2015; Daffner et al., 2015). Environmental factors such as socioeconomic status, parenting behaviors, stress, school climate, and motivation significantly impact EF development (Bentancourt et al, 2015). The literature further suggests that structured supports can be effective including direct instruction, self-monitoring, and collaboration between school and family may improve outcomes for students with EF disabilities (DuPaul et al., 2011). The findings show a need for EF intervention across educational settings for better academic and real-world outcomes.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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